Development Of Creative Potential Research Articles

ДУХОВНІСТЬ ВИХОВАННЯ У КОНТЕКСТІ СУЧАСНИХ ОСВІТНІХ РЕАЛІЙ

The article presents the author’s position on the necessity of implementation of the concept of spiritual education in the educational environment of a higher education institution with the aim to improve reformative processes in the sphere of education in present-day Ukraine, since the introducing of principles and laws of the market into the higher and, in particular, professional art education, ruins its innermost essence and spiritual foundations. It outlines the basic ideas of the concept of spiritual education, which has to become the basis and the cultural core of professional artistic education, with its values, traditions and possibilities for the development of spiritual and creative potential of a future expert. It determines originality and educational оpportunities of the spiritual education environment, providing inclusion of a personality into the value-related and semantic world of culture and stipulates the development of spiritual qualities of a future specialist.

A Study Of Creative Writings In Urdu Of The Secondary School Students

Psychologists and educators throughout the world paid attention to creativity and creative thinking. The routine type of tasks in the school appears to be very simple and uninteresting to the creative students. Atmosphere of some schools is conducive for the development of creative potential. Whereas the atmosphere of many schools comes in the way of its development. Children prefer to learn in creative ways rather than just memorizing information provided by a teacher or parents. It is generally assumed that Children are highly creative, with vivid imaginations, and that they learn by exploring, risking, manipulating, testing, and modifying ideas. Language allows children to talk to each other and to write their thoughts and ideas and mother tongue is the most important and comprehensive medium for expression. Self-expression in reading, writing and speech; reading of suitable general books of high quality with interest rather than concentration on textbooks: approach to literature as a source of joy and inspiration rather killjoy drill in grammar and vocabulary. Children learn to connect individual words with objects, ideas, and actions. In the process, they write their thoughts and ideas in very creative ways. The Researcher took this study to know the written potential of Urdu medium students. In this paper, The researcher emphasized that Urdu speaking children are not less than children of any other language. The only problem is less opportunities for them. The Researcher found that Urdu medium students are naughty, distracted, disturbed due to various reasons but at the same time they are highly creative in writing.

Non-anthropocentric creative mechanisms in multispecies symbiotic assemblages

Abstract ‘So well established was the cliché which connected TB and creativity that at the end of the century one critic suggested that it was the progressive disappearance of TB which accounted for the current decline of literature and the arts’. Some biochemical evidence does indeed invite a hypothesis that M. tuberculosis originally joined the human holobiont as a brain evolution-enhancing endosymbiont, thus possibly contributing towards the development of human consciousness and creative potential. Exploring the complexity of mycobacteria’s entanglements within human corporeality leads us to questions that challenge anthropocentric conceptions of creativity in a twofold manner. As noted above, the tubercle bacillus forms machinic assemblages and operates as an endosymbiont with human bio-systems. It is possible that these endosymbiotic assemblages contribute towards human creativity and destabilize simple notions of its origin. In a double reflection, the concept of creativity itself could be revisited along alternative lines: it can no longer be considered only as the production of human cultural artefacts and experiences, but rather it can be understood as ubiquitous activity performed by heterogeneous highly dynamic machinic assemblages (comprising of human, animal, computational, social, molecular, bacterial, viral and other processes), which lead to the production of novel modes of existence.

Fostering Creativity in the Classroom for High Ability Students: Context Does Matter

Researchers have argued for the importance of the classroom context in developing students’ creative potential. However, the emphasis on a performative learning culture in the classroom does not favour creativity. Thus, how creative potential can be realised as one of the educational goals in the classrooms remains a key question. This study measured creativity across three secondary schools using the Wallach-Kogan Creative Thinking Test (WKCT). A total of 283 students enrolled in the Express programme and 290 students enrolled in the Integrated Programme (IP) volunteered in the study. The same cohort of students took the 38-item WKCT twice; once at the beginning of Secondary One and then at the end of Secondary Three. Four aspects of creativity, namely fluency, flexibility, unusualness, and uniqueness, were investigated. Our analyses showed that (i) IP students showed a greater increase in scores over time when compared to Express students; (ii) when Programme and PSLE (Primary School Leaving Examination) were used to predict creativity scores in a multiple regression, the predictive power of Programme increased from Secondary 1 to Secondary 3 while that of PSLE decreased; and (iii) flexibility scores were more resistant to change than fluency scores. These findings suggest that the classroom context matters and that the removal of high-stakes examination can provide room for the development of creative potential.

Развитие творческого потенциала личности средствами музыкальной педагогики на основе моделей и практики психосинтеза

Развитие творческого потенциала личности средствами музыкальной педагогики на основе моделей и практики психосинтеза

Professional Training of Economists at Polish Universities

Abstract Polish experience in professional training of economists at university has been generalized. Structural, content and procedural peculiarities of the training have been defined. It has been proved that key factors for reforming economic education in Poland are globalization, internationalization, integration, technologization and informatization. It has been found out that forming of economic competency is based on the competency-based and personality-based approaches that allow to direct the educational process at a student as an active subject of learning, to create conditions for his/her creative potential development, to educate a competent specialist possessing all the competencies needed in professional activity. The influence of Polish universities’ integration into European system of student exchange on the quality of future specialists’ training has been revealed. Flexibility and variety of syllabi and curricula of economists’ professional training at Polish universities have been emphasized. Among perspective teaching methods we have singled out situational modeling as it allows to create situations at most approximated to those in professional activity, is oriented at co-creation and teamwork. It has been found out that the peculiarities of economists’ professional training at Polish universities are flexibility, diversification, standardization, personalization and adaptation to modern labour market. It has been proved that the result of economists’ professional training at Polish universities is a highly qualified specialist able to adapt to dramatic changes in economy and society.

THE ESSENCE OF CREATIVE POTENTIAL OF ORGANIZATION IN THE CONTEXT OF PROVIDING ITS ECONOMIC SECURITY

Стаття присвячена актуальній проблемі забезпечення креативного потенціалу організації, як необхідній умові відповідності сучасному діловому середовищу та фактора забезпечення її безпеки у довгостроковому періоді. В статті визначено характеристики та ознаки інноваційної організації, креативності, креативного потенціалу. Обґрунтовано доцільність розвитку креативного потенціалу організації, як обов'язкової складової її економічної безпеки. Аналізуються засади та умови створення креативного фундаменту організації з метою забезпечення її довготривалого розвитку. Визначено форми впливу на креативний потенціал організації, найбільш ефективним з яких є мотивація персоналу.

The study of effectiveness of introducing the model of teacher creative potential development in the educational innovations Center of the institute of postgraduate pedagogical education

In the article was described pedagogical experiment on the examination of effectiveness of the model of teacher creative potential development in educational innovation Center of the institute of pedagogical postgraduate education.Experimental study continued from September 2011 till October 2015. 500 teachers took part in it: 2 experimental groups (200 persons) and 3 control ones (300 persons) with almost equal qualitative and quantitative contingent.The special features of methodical work for development of the creative possibilities of experimental group members within the approbation of the model elaborated in CHEI “Kharkiv academy of continuous education” were: continuity, systemic character, creation of educational trajectories of teachers on diagnostic base, long-term planning, orientation on gaining the system of knowledge and skills, thorough enrichment of creative activity experience.The comparative analysis of the data about levels of creative potential revealed that during experiment the number of teachers who are characterized with sufficient and high levels of creative potential in experimental groups increased by 11%, whereas in the control ones this index was only 4 %. The positive dynamics in experimental groups was observed in all components and criteria of teacher creative potential.Examination of statistical significance of the received results was carried out using χ criterion. In experimental groups index Тs ≈ 18,36 exceeds Тcr= 7,81 so it is statistically significant. In the control groups Тs ≈ 1,096 is less than Тcr= 7,81 so it is possible to assert that the changes in the levels of creative potential are not essential and could be caused by accidental factors.Thus the results of experiments prove the correctness of initial hypothesis that an effectiveness of the teacher creative potential development grows owing to introducing the model of teacher creative potential development in the educational innovations Center of the institute of postgraduate pedagogical education

Effects of Curriculum Design on Students’ Creative Potential Developing — A Case Study on Students in the Department of Business Management

The rapid advance of science technology and civilization has resulted in people’s activities being more complicated as various new problems are likely to occur at any time. Problem-solving abilities therefore become a basic competence to survive in modern societies. In the problem-solving process, the development of creativity is required to break through dilemmas. School education aims to cultivate students’ decision-making and problem-solving competence. Nonetheless, the educational approaches and contents in Taiwan stress too much on mastery learning, and ignore the development of curiosity and creative potential. Aiming at the students in the department of business management in national universities in Taiwan, total 300 copies of questionnaires are distributed, and 187 valid copies are retrieved, with the retrieval rate 62%, in which each retrieved copy is regarded as a valid sample. The research findings show that Curriculum Design presents partially positive effects on Fluency, Flexibility, Originality, and Elaboration in Creative Potential Developing and Background Variables reveal significant moderating effects on the correlations between Curriculum Design and Creative Potential Developing.

DEVELOPMENT OF CREATIVE POTENTIAL OF STUDENTS IN THE STUDYING PROCESS IN A PEDAGOGICAL UNIVERSITY

The article reflects the ideas of the creative potential of students in the course of their professional teacher training. In the development of students' creative potential we have identified the steps in the logic of the main trends. A survey of freshmen and sophomores Profile "Primary education" Buryat State University. Survey data allowed the authors to conclude that students do not understand the essence of all the concepts of creativity, but find it necessary to its development in the future teachers, considering it a stepping stone to professional competence, as well as consider the necessary work to implement their own creative potential. Aspects of the development of the creative potential of the students and highlighted the pedagogical conditions of its formation: the creation of a creative environment; reflexive urge to activity; dialogization of educational process.

Формування креативності в системі публічної служби України: проблеми та перспективи розвитку

У статті обґрунтовується необхідність впровадження креативності в системі публічної служби та її взаємозв’язку з підвищенням ефективності публічного управління в Україні. Представлені базисні поняття, теоретико-методологічні підходи до визначення креативності. Акцентується увага на різних аспектах виявлення і розвитку креативного потенціалу публічної служби. Визначено взаємозв’язок розвитку креативності управлінського персоналу публічної служби із створенням відповідного організаційного середовища, в якому важлива роль відводиться саме креативному менеджеру. За таких умов креативність поступово проникає в мислення і поведінку управлінців нового покоління, стає інтеграційною складовою їх якостей, сприяє професійній творчості. Акцентовано увагу на необхідності приведення системи публічної служби і технологій професійної діяльності публічних службовців у відповідність до європейських стандартів та таких, що відповідають новим глобальним викликам. Забезпечення такого переходу, на думку автора, можливе лише використовуючи інновації засновані на креативних та творчих підходах. Головним критерієм таких підходів є безперервне вдосконалення інтелектуальних систем в управлінні. Представлене базисне поняття креативності, де воно виступає як потенційна здатність і можливість усього інституту публічної служби до здійснення таких творчих актів, які приводять до зміни управлінської ситуації та формування в подібному просторі нових управлінських дій, що мають управлінський ефект. Головним висновком автор вважає те, що запровадження креативізації публічної служби виступатиме інноваційним фактором щодо прискорення реалізації реформи публічного управління, сприятиме вдосконаленню механізмів кадрового забезпечення публічної служби та створить передумови для підвищення престижу публічної служби в Україні.

Haal het meest uit creatief potentieel

Make the most of creative potential: The role of challenge and workload pressure Make the most of creative potential: The role of challenge and workload pressure Research has shown that enhancing creative processes is vital for continuous innovation and firm competitiveness. Organizational factors may have a limiting effect on employee creativity. Creativity at work is hampered when employees perceive themselves as being unable to fully exploit their creative potential. This study aims to provide empirical evidence of whether and to what degree the relationship between creative potential and perceived opportunity to demonstrate creativity is moderated by contextual organizational factors. We administered an online questionnaire among 336 employees from a highly innovative Dutch telecom organization. Results showed that challenge and workload pressure are key factors that moderate the relationship between creative potential and perceived opportunities to demonstrate creativity. The theoretical and managerial impact of this study lies in the identification of key factors that support the development of creative potential into practiced creativity within organizations.

Methods of Developing of the Prospective Teacher’s Creativity

In the modern conditions, the demand for creative and creative-competitive personality is extremely large, and it will continue to increase. Therefore, the importance of the orientation of professional education at the comprehensive promotion of creative self-development of a competitive person does not raise doubts. In this article, the authors generalize their long-term experience in high school to form a creative personality of students as future professionals in demand in the new market conditions of competition. The technology of formation of creativity of future expert and results of skilled and pedagogical work on development of creative potential of students in higher education institution to professional creative self-development of future professional activity are presented.

Professional and Creative Development of Natural Geographic Course Teachers within the Process of Professional Retraining

The purpose of this article is to analyse the professional and creative development of natural geographic course teachers of the Republic of Tatarstan in the process of professional retraining. The method for work performing is a retrospective analysis of professional retraining of natural geographic course teachers within the higher professional education system. The creative potential development of natural geographic course teachers is based on the paradigm of preserving the fundamental nature of the Russian education as a process aimed at integrating natural geographic courses and forming a complete picture of the world in order to foster flexibility, versatility of scientific thinking, different ways of reality reproduction, creating an internal focus in self-development and self-organization throughout life. Findings of the study are represented by a professional retraining system of natural geographic course teachers under conditions of education reforming, which contributes to the professional development of teachers.

THE FORMATION OF PROFESSIONAL COMPETENCE OF THE TEACHER OF PRESCHOOL EDUCATION IN THE SYSTEM OF ADDITIONAL EDUCATION

RETRACTED ARTICLE The aim of the article is to consider the issues of professional competence formation of the teacher of preschool education in the system of additional education; the necessity of educational space extension of preschool children is proved. Methods . The author relies on the technique of the competency approach to teacher preparation pre-school education, while using both theoretical and empirical research methods. The methods involve the retrospective analysis of research works of Russian scholars on pedagogics and psychology; empirical methods – pedagogical diagnostics on the basis of questioning, analysis of psychopedagogical diagnosis. Results . In the course of pedagogical diagnostics in order to determine whether the content of teacher competence features educational activities in terms of pre-school education it was found that among the most important qualities required of a teacher of preschool education, the respondents allocate humanely-personal and communication skills, functional literacy and reflective skills; majority of respondents found it difficult and/or do not know how to put into practice the polysubjective principle, which is very important at the level of pre-school education. The process of skills formation is described to carry out student teaching on the basis of the proposed principle. It is suggested to put students – the future teachers into the teaching process or real professional work in phases. Scientific novelty and practical significance . The author gives the classification of groups of professional competence indicators of the teacher of preschool education. Ways for the decision of the priority problems defined in Federal State Educational Standard of Pre-school Education (FSES PE) in a context of the polysubjective approach are shown; each participant of educational process acts as its active member. The author of article considers additional education as a perspective direction of development of preschool pedagogics, which despite the gathered wide experience of children development by means of additional educational services, has not been considered yet as the complex phenomenon and a resource of optimisation of preschool preparation of children. Attention is drawn to the fact that yet now, the deep comparative analysis of the performance efficiency with preschool children of the general and additional educational institutions hasn’t been carried. It is also required to design the system of expert assessment and working out of diagnostic procedures for defining the productivity of experts training programs of an additional education; and conformance inspection of these programs due to specifications of Federal State Educational Standard of Pre-school Education (FSES PE). Such research works will help to provide the maximum achievement of a purpose of preschool pedagogics – complex development of intellectual, spiritually-moral, creative and physical potential of children.

ОСОБЛИВОСТІ РОЗВИТКУ ТВОРЧОГО ПОТЕНЦІАЛУ ОСОБИСТОСТІ

Коновальчук В. І. Особливості розвитку творчого потенціалу особистості. – Стаття. Необхідність науково-практичного пошуку ресурсів людини для збереження стабільності її буття й разом із тим визначення динаміки здібностей нестандартного, оригінального вирішення проблем адаптації зумовлює актуальність досліджень творчого потенціалу людини. Процес індивідуального розгортання творчого потенціалу пов’язаний із властивостями цілісної психіки як системи, що являє собою діалектичну єдність двох протилежних тенденцій – до самозбереження та саморозвитку. У статті здійснюється аналіз захисних механізмів психіки як внутрішніх регуляторів динаміки творчого потенціалу особистості. Konovalchuk V. I. The peculiarities of the personality’s creative potential development. – Article. The necessity for scientific and practical search for person’s resources to preserve the stability of their being, along with, defining of abilities to solve the problems of adaptation in the original and non-standard way determines the topicality of person’s creative potential study. The process of individual creative potential development is connected with the qualities of integral psyche as a system represented by dialectic unity of two confronting tendencies: to self-preservation and to self-development. The paper analyses the defensive mechanisms of psyche as the internal regulators of person’s creative potential development.

Developing Creative Potential of Future Teachers: Research and Results

The total globalization and integration of national education into global educational space requires a higher quality of vocational training of future teachers whose competence and creative activeness significantly affects the level of intellectual potential of society. The relevance of this issue becomes more important given the tendency of decrease in students’ motivation to learn, to acquire basic academic school knowledge. This makes it necessary to find innovational approaches in educating of future teachers during the process of vocational training.One of these approaches employs a purposeful development of creative potential among future teachers through introduction of innovational interactive educative methods into the training process which would encourage maximal development of their self-actualization, self-realization and self-improvement. This article gives consideration to the main results in experimental work on purposeful maturation of preparedness of future teachers to creative pedagogical work in university.

Развитие творческого потенциала студентов в процессе обучения в педагогическом вузе

Развитие творческого потенциала студентов в процессе обучения в педагогическом вузе

Creativity in Gifted Education: Contributions from Vygotsky and Piaget

This research aims to highlight the importance of developing creativity in the school environment by promoting quality education to gifted students, with contributions from Vygotsky and Piaget. For Vygotsky creativity is inherent in the human condition, and it is the most important activity because it is the expression of consciousness, thought and language. It is the highest expression of subjectivity (Vygotsky, 2010). According to Piagetian theory, Stoltz (2013) points out that although the source of creativity is a mystery to Piaget, it manifests itself doubly: in the construction of knowledge structures and construction of real or structure and cognitive functioning. The method of this research is a bibliographic study of the area of high ability/giftedness, the cultural-historical theory of Vygotsky and Piaget’s genetic epistemology. We conclude that for Vygotsky (2008) as well as for Piaget (1968) the environment has essential importance to the development of creative potential. In the environment the child has his/her experiences that stimulate curiosity, desire to learn, fantasy and imagination. The teacher should enable gifted students to share their high abilities with their couple performing challenging activities in a stimulating and responsive environment.

Willingness to implement teacher education individually oriented model of schooling

The paper describes the model of the educational process, in which the conditions and mechanisms are implemented on demand discovery and development of personal and creative potential of students. Conditions and mechanisms of the regularities are: the psychology of child development as a subjective reality, as individuals, the psychology of knowledge and didactics in the construction of the educational process. Technology disclosed individually oriented educational process, forming personal, meta-subject, object results in class, different from the traditional in structure, methods, and types of activities, teacher training and student learning.